Documente Academic
Documente Profesional
Documente Cultură
Examinee: Student
Date of Birth :
School:
Sex: Male
Testing Date:
Age: 9 Years; 10 months
Grade: 4 French Immersion
The Oral Language composite involves both Listening Comprehension and Oral Expression. Students
overall oral language abilities fell in the Below Average range at the 13 th percentile. Listening
comprehension was an area of challenge for Student as his score was in the Below Average range at the
10th percentile. Within the Listening Comprehension subtest, Student demonstrated difficulty with
Receptive Vocabulary where his score also fell in the Below Average range at the 5 th percentile. This
subtest required Student to listen to vocabulary words and point to a picture that illustrates each word. In
contrast, Student scored in the Average range on the Oral Discourse Comprehension subtest where he
was required to listen to a variety of recordings that increase in length and complexity. These results
indicate that Students overall vocabulary skills may be weaker than his ability to derive meaning from
words in context.
On the Oral Expression subtests, Student scored within the low end of the Average range at the 23 rd
percentile. While still within the Average range, Students lowest scores in this subtest were in Expressive
Vocabulary at the 23rd percentile and Sentence Repetition at the 16 th percentile. Sentence Repetition
involves repeating sentences verbatim that increase in length. Student struggled to accurately repeat
sentences. Tasks that required Student to comprehend verbal instructions and attend to verbal stories
(Listening Comprehension Index), fell in the Below Average range at the 13 th percentile. Students skills in
expressing himself (expressive language) are more developed than his listening comprehension and
receptive language.
Students overall Reading Composite score was within the Average range at the 53 rd percentile. His
scores on the subtests related to reading indicate that overall Students skills are similar to other children
his age. Students Word Reading score was at the 55 th percentile, Reading Comprehension at the 30 th
percentile and Pseudoword Decoding was Students highest score at the 84 th percentile. Students ability to
decode and read words out of context is higher than his comprehension and as a result he may be able to
access texts at higher level than he is able to understand. During the Reading Comprehension subtest
Student answered carefully and demonstrated the strategy of reading back to find answers in the
passages. Students teacher also indicated that based on classroom assessment, Students English
reading skills were appropriate for his age and grade level.
In Written Expression, Students overall score was at the 27th percentile at the lower end of the Average
range. Within this subtest, Students Sentence Composition score (53 rd percentile) and Spelling (37th
percentile) were both within the Average range. Student demonstrated an ability to create and combine
sentences that included proper grammar and mechanics. In contrast, Students Essay Composition score
fell in the Below Average range at the 9 th percentile. During this subtest, Student was asked to write an
essay on a familiar topic. Student said, Im done after 1 minute and 45 seconds. He was prompted to try
to write a full page, and again said he was finished at 3 minutes and 46 seconds. The content, theme,
organization and sentence structure of his essay were poorly developed. The speed at which Student
finished this subtest significantly impacted his score. In the classroom it was also reported that Student
experiences difficulty with written output and often completes longer assignments quickly.
Finally in Mathematics, Students composite score was in the Below Average range at the 6 th percentile.
This was an area of difficulty for him. Student scored in the Below Average range in Problem Solving and
at the 5th percentile and Below Average range on Numerical Operations. Students overall score on the
Math Fluency subtests fell in the Below Average range at the 12 th percentile. These results indicate that
Student is experiencing difficulty with Mathematics concepts, scoring with the Below Average range on all
three subtests.
SUMMARY
Student was referred for achievement testing because of behavioral concerns at school. His school team
wanted to know if Students academic skills were interfering with Students ability to cope successfully in his
Grade 4 French Immersion classroom. Students reading achievement overall is evenly developed and his
scores fell within the Average range when compared to his grade level peers. His ability to spell, compose
and combine sentences was also in the Average range. During Essay Composition, the speed at which
Student completed the task significantly impacted his score and may not be a true representation of his
ability in this area. In contrast, his Average scores on the sentence writing subtests indicate that Student is
able to write complete sentences that include capitalization, punctuation and spelling. This could mean that
while Students writing skills are evenly developed, he finds it difficult to persevere on longer tasks.
Students receptive vocabulary and listening comprehension are less developed than his expressive
vocabulary. He may not always fully understand instruction and direction. This could be impacting him in
both his French and English classes. In addition, Students mathematics skills overall were a weakness for
him and he will require supports in this area.
RECOMMENDATIONS
1. A cognitive assessment is recommended in order to gain a broader understanding of Students
strengths and weaknesses.
2. Student is demonstrating significant signs of low tolerance of frustration related to academic tasks
and social situations. The Behavior Assessment for Children Second Edition (BASC-2)
questionnaires completed by his parents, teacher and Student would assist in providing additional
information related to his behavior.
3. Students school team and parents should evaluate whether French Immersion continues to be an
appropriate setting for him. While it is likely some behaviors would occur regardless of the
language of instruction, the reduced demand of only one language may lessen Students
frustration.
4. Student would benefit from the support of a scribe for longer assignments that require written
expression or output. Text to speech software such as Read and Write Gold or WordQ may also
provide additional support for Student when writing.
5. Student may benefit from scheduled breaks throughout his day when he is able to leave the
classroom. A suggestion might be to implement a task-task-task-break schedule and allow him
flexibility regarding the order of the tasks that need to be completed.
6. A Check-In/Check-Out system may also support Student and assist him in establishing a positive
relationship with an adult at the school and also to develop goal setting, self-monitoring, awareness
and positive reinforcement related to his behavior at school.
Subtest
Subtest Description
Reading
Word Reading
Reading Comprehension
Pseudoword Decoding
Oral Reading Fluency
Early Reading Skills
Mathematics
Numerical Operations
Problem Solving
Math Fluency-Addition
Math Fluency Subt.
Math Fluency Mult.
Written Expression
Sentence Composition
Spelling
Essay Composition
Oral Language
Listening Comprehension
Standard
Score
101
Percentile
53
Qualitative
Description
Average
102
55
Average
92
30
Average
115
84
Average
110
50
Average
N/A
N/A
N/A
77
Below Average
74
Below Average
82
12
Below Average
88
21
Average
78
Below Average
77
Below Average
91
27
Average
101
53
Average
95
37
Average
84
14
Below Average
83
81
13
10
Below Average
Below Average
Oral Expression
89
23
Average